Theory U: A promising journey to embracing unknown unknowns

By Vanesa Weyrauch

author-venesa-weyrauch
Vanesa Weyrauch (biography)

How can we best live in a VUCA (volatile, uncertain, complex and ambiguous) world? How can we shift from a worldview that looks to predict and control what is to be done through plans and strategies to being present and flexible in order to respond effectively as unexpected changes take place? How can we be open to not knowing what will emerge and embrace uncertainty as the opportunity to co-create and learn?

One powerful and promising way forward is Theory U, a change methodology developed by Otto Scharmer and illustrated below. Scharmer introduced the concept of “presencing”—learning from the emerging future. The concept of “presencing” blends “sensing” (feeling the future possibility) and “presence” (the state of being in the present moment). It acknowledges that we don’t know the answers. Staying at the bottom of the U until the best potential future starts emerging requires embracing uncertainty as fertile soil. Continue reading

Using discomfort to prompt learning in collaborative teams

By Rebecca Freeth and Guido Caniglia

Image of Rebecca Freeth
Rebecca Freeth (biography)

We know that reflecting can make a marked difference to the quality of our collective endeavour. However, in the daily busyness of inter- and trans- disciplinary research collaborations, time for reflection slides away from us as more immediate tasks jostle for attention. What would help us put into regular practice what we know in theory about prioritising time to reflect and learn?

Image of Guido Caniglia
Guido Caniglia (biography)

Discomfort sometimes provides the necessary nudge in the ribs that reminds us to keep reflecting and learning. The discomfort of listening to the presentation of a colleague you like and respect, but having very little idea what they’re talking about. Or, worse, failing to see how their research will make a worthy contribution to the collective project. The discomfort when an intellectual debate with a colleague turns personal. The discomfort of watching project milestones loom, knowing you’re seriously behind schedule because others haven’t done what they said. Continue reading

Adaptive social learning for systemic leadership

By Catherine Hobbs

Catherine Hobbs (biography)

What’s involved in developing human capacity to address complexity, taking a mid- to longer-term viewpoint than is usual? How can we create the conditions in which people can cope with the daily challenges of living in a complex world and flourish? What form of leadership is required to inspire and catalyse this transformation?

Framework for adaptive social learning

The need for systems thinking is often referred to, but rarely considered, as a rich and comprehensive resource which could be developed further and applied. Continue reading

Improving transdisciplinary arts-science partnerships

By Tania Leimbach and Keith Armstrong

Tania Leimbach (biography)

Collaborations with scientists have become a major focal point for artists, with many scientists now appreciating the value of building working relationships with artists and projects often going far beyond illustration of scientific concepts to instead forge new collaborative frontiers. What is needed to better “enable” and “situate” arts–science partnerships and support mutual learning?

Our research looked at the facilitation of arts–science partnerships through the investigation of two unique collaborative projects, developed at two geographically distinct sites, initiated by artist Keith Armstrong. One was enacted with an independent arts organisation in regional Australia and the other at a university art gallery in Sydney, Australia. Continue reading

Skilful conversations for integration

By Rebecca Freeth and Liz Clarke

Rebecca Freeth (biography)

Interdisciplinary collaboration to tackle complex problems is challenging! In particular, interdisciplinary communication can be very difficult – how do we bridge the gulf of mutual incomprehension when we are working with people who think and talk so very differently from us? What skills are required when mutual incomprehension escalates into conflict, or thwarts decision making on important issues?

It is often at this point that collaborations lose momentum. In the absence of constructive or productive exchange, working relationships stagnate and people retreat to the places where they feel safest: Continue reading

Synthesis of knowledge about participatory modeling: How a group’s perceptions changed over time

By Rebecca Jordan

Rebecca Jordan (biography)

How do a group’s perceptions change over time, when members across a range of institutions are brought together at regular intervals to synthesize ideas? Synthesis centers have been established to catalyze more effective cross-disciplinary research on complex problems, as described in the blog post ‘Synthesis centers as critical research infrastructure‘, by Andrew Campbell.

I co-led a group synthesizing ideas about participatory modeling as one of the activities at the National Socio-Environmental Synthesis Center (SESYNC). We met in Annapolis, Maryland, USA, four times over three years for 3-4 days per meeting. Our task was to synthesize what is known about participatory modeling tools, processes, and outcomes, especially in environmental and natural resources management contexts. Continue reading